Effectiveness of Gamified Qur'an-Hadith Learning on Cognitive Achievement and Student Engagement: A Sequential Explanatory Mixed-Methods Study in an Islamic Elementary School

Abstract

Purpose: This study evaluates the effectiveness and impact of implementing gamified learning on students' academic achievement and learning engagement in Qur'an-Hadith education to address low student motivation stemming from traditional instruction. Methods: Utilizing a mixed-methods sequential explanatory design across a six-session intervention, this study examined 60 fifth-grade Islamic elementary school students assigned to experimental (n = 30) and control (n = 30) groups, complemented by qualitative interviews with 2 teachers and 6 students. Quantitative data were analyzed using independent sample t-tests and ANCOVA to adjust for baseline baseline ability, while qualitative transcriptions underwent thematic analysis. Findings: Controlling for pre-test scores, ANCOVA demonstrated that the experimental group achieved significantly higher adjusted post-test performance (EMM = 84.50, SE = 1.12) compared to the control group (EMM = 72.10, SE = 1.12), F(1, 57) = 48.92, p < .001,  = .462. Qualitative findings revealed that gamification mechanics specifically structured points, leaderboards, and interactive challenges enhanced student engagement, self-reported retention of scriptural text, and peer collaboration. Research Implications: Gamified learning offers a practical, high-impact pedagogical framework for modernizing religious education in Islamic elementary schools, demonstrating clear utility for enhancing short-term cognitive performance and classroom participation. Originality: This study provides empirical evidence for integrating tailored game mechanics directly into primary-level Qur'an-Hadith curricula, addressing a critical gap in educational technology research within traditional religious instruction.